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Voices of English Language Education Society
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 25797484     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The journal of Voices of English Language Education Society(VELES) e-ISSN 2579-7484 aims to provide an international forum for sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in English education, linguistics, and literature.
Arjuna Subject : -
Articles 371 Documents
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How Can Teachers Tailor Success? Innovative Strategies for Content, Process, and Product in EFL Classrooms Suryati, Imas; Koesoemo Ratih; Maryadi
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24451

Abstract

This study aimed to examine the Implementation of differentiated instruction in an EFL classroom, focusing on content, process, and product dimensions. It involved an English teacher and thirty-nine 8th-grade students at a junior high school. The research sought to identify the teacher's strategies to implement differentiated instruction, guided by Tomlinson's (2001) theory of Differentiated Instruction. Using a descriptive-qualitative methodology, the study employed interviews, observations, and document analysis as data collection instruments. The findings indicate that the teacher employed diverse texts and resources alongside varied support systems to differentiate content. For process differentiation, strategies included multiple intelligences and flexible grouping. Differentiation of the product involved varied questioning techniques, leading to activities such as student worksheets, group tasks, and presentations. This research contributes to understanding differentiated instruction in Indonesian EFL classrooms, highlighting the challenges and suggesting the need for further innovation in instructional strategies. Despite difficulties, the study illustrates the teacher's efforts to incorporate various differentiated instruction strategies, underscoring the potential for enhancing EFL teaching practices.
Enhancing Speaking Skills of Non-English Major Students: Evaluating the Impact of Sociodramatic Games Nuraini, Siti Aufadiyah; Sudiran, Sudiran; Hartono, Hartono
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24461

Abstract

This study examines the efficacy of sociodrama games as a method for improving English speaking skills among EFL (English as a Foreign Language) students in Indonesia, specifically in accounting and financial institutions departments. The research utilizes a descriptive qualitative design to explore the implementation of sociodrama games by an English teacher and assess their impact on students' speaking abilities. Participants include one English teacher and three eleventh-grade students specializing in accounting and financial institutions, selected through purposive sampling. Data were gathered via observations and interviews and analyzed using Miles and Huberman’s interactive and continuous techniques for qualitative data analysis. The results reveal that sociodrama games significantly enhance students' motivation, self-confidence, active participation, and speaking skills in English language learning. Particularly noteworthy is the progress observed at SMKN 1 Rejotangan. The study concludes that sociodrama games are a compelling and effective teaching strategy, substantially benefiting students' development in English speaking proficiency.
Can the Buzz Group Strategy Unlock Potential? Exploring Its Impact on Enhancing Students’ Writing Skills Through a Quasi-Experimental Study Prastyawan, Prastyawan; Jamilah, Jamilah
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24502

Abstract

Writing is a complex skill that poses significant challenges for students in their native or foreign languages. To address these challenges, educators must adopt effective teaching strategies. This study investigates the effectiveness of the Buzz Group strategy, a promising approach to enhancing students' writing skills. Conducted at a vocational school in Tuban, this quasi-experimental research compared the writing abilities of two groups of tenth-grade students: an experimental group taught using the Buzz Group strategy and a control group receiving traditional lecture-based instruction. The study involved 61 students randomly assigned to the experimental group (X TKJ A) or the control group (X TKJ B). Pre- and post-test scores were analyzed using the Wilcoxon Signed Rank test, revealing significant improvements in the writing abilities of the Buzz Group participants. While both groups had similar baseline scores, the post-test results showed a marked improvement in the experimental group (mean score = 88.50) compared to the control group (mean score = 65.81). The p-value of 0.000 led to rejecting the null hypothesis, confirming the Buzz Group strategy's efficacy in improving writing skills. In summary, this study provides empirical evidence that the Buzz Group technique significantly enhances the writing capabilities of vocational school students. This finding supports the strategy's potential as an effective tool for writing education.
Strategies and Challenges in Interdisciplinary English Language Teaching at the Preschool Level: A Qualitative Analysis Aprilia, Putri Kurniawan; Romadhon, M. Galuh Elga; Fikri, Dzul; Mustofa, Mutmainnah
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24566

Abstract

This study employs qualitative research methods, particularly narrative inquiry, to explore the challenges preschool teachers face in teaching English to young learners. Through face-to-face semi-structured interviews, a purposively selected and diverse group of four early childhood educators, each with varying English language proficiency and educational backgrounds, provided insights into their experiences. This research primarily investigates the strategies these teachers implement to effectively manage interdisciplinary teaching activities and to enhance student engagement with English language materials. Additionally, it examines into the enduring impacts of these instructional strategies on preschool students, as reported by the teachers. The findings are organized into three key themes: the specific challenges faced in English language instruction, the strategies developed to address these challenges, and the short- to medium-term effects observed by the teachers. These outcomes offer significant implications for educators and policymakers in the realm of early childhood education. They contribute to a deeper understanding of effective teaching practices and inform the development of curricula and pedagogical approaches that can better support English language acquisition among preschoolers.
Boosting English Motivation with Mobile Tech: Action Research Among Engineering Students Kristiana Candrawati, Devi Ferera; Dwiyani Pratiwi; Yuyun Yulia
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24580

Abstract

This study focuses on increasing the students’ motivation in learning English by using MALL. The research sample consisted of 29 students (21 male students and 8 female students) of twelfth-grade Computer and Network Engineering students. The form of this research was to investigate the impact on motivation levels of students in learning English using MALL applications and to reveal students’ responses from the students after they have been taught by using MALL applications in learning English. The MALL applications used in this research include Duolingo, DeepL, and Quizizz. This is classroom action research consists of three cycles with two meetings in each cycle, with three types of data collection: student achievement results, interviews, and classroom observations. The data were analyzed descriptively qualitative. The result showed that teaching utilizing the three MALL applications enhanced students' achievement scores from 60,5 to 80 based on their average daily score. The three cycles of study that have been done by researchers showed that students' motivation to learn English has developed significantly since the three MALL applications have been implemented in place. The interview and observation results highlighted participants' positive feedback on using MALL for English learning and evaluation. Students enjoyed and were motivated to regularly use MALL to improve their language skills. Classroom observations showed that 51.72% of students had no hesitation in utilizing MALL applications for English enhancement.
Exploring the Impact of Field-Based Learning on Report Writing Skills in Management Classes: A Comprehensive Analysis Widhi Pratiwi, Dyah Ayu; Sudiran, Sudiran; Hartono, Hartono
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24630

Abstract

This study investigates the efficacy of field studies as a pedagogical tool to enhance report writing skills in management students, who often encounter challenges such as idea generation, sentence construction, thought organization, and low motivation during the writing process. The research primarily aims to analyze the implementation and effectiveness of field studies in teaching report writing, proposing solutions to bolster writing skills and motivation among management students. A qualitative descriptive methodology was employed, involving 25 second-semester management students and an English Language lecturer as participants. The sample was selected through purposive sampling. Data collection comprised observations and interviews, analyzed using Miles and Huberman's qualitative analysis framework, which includes data reduction, data presentation, and a process for drawing conclusions and verification. The findings reveal that field studies in report writing, as implemented at Widyagama Lumajang, utilize a structured approach comprising pre-teaching, teaching, and post-teaching stages. Notable benefits include fostering idea development from real-world experiences, enhancing research and academic writing skills, and boosting critical thinking and student motivation. This approach provides a dynamic learning environment that is both relevant and engaging. Consequently, this research contributes to a deeper understanding of the application and advantages of field studies in teaching report writing in Management. It offers insights into effective strategies to address the common challenges faced by students in developing their writing skills.
Kahoot! as a Pedagogical Tool in IELTS Writing Instruction: A Qualitative Analysis of Gamified Learning Strategies Rowiyah, Siti
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24692

Abstract

Writing is one of the four primary skills assessed in the International English Language Testing System (IELTS). Its inherent complexity often leads to student anxiety and difficulties. Recognizing the need for innovative teaching and assessment methods incorporating technology, this study investigates the interactive game Kahoot! in an IELTS writing course in Pare, Kediri. Despite evidence supporting its effectiveness, Kahoot!'s integration into academic writing still needs to be improved. This research aims to evaluate how Kahoot! Enhances students' fluency in academic writing within an IELTS context and identifies factors influencing this relationship. Conducted through a qualitative, descriptive case study approach, the study involves English teachers and their students who use Kahoot! in academic IELTS writing classes. Findings indicate that Kahoot! Primarily aids in understanding writing tasks by simplifying data complexity and integrating it into engaging game features, thus enhancing learning engagement and task response. Key factors contributing to improved writing responses include the simplicity of visual presentation, the competitive nature of the game, and the resulting enjoyment. This suggests that Kahoot! can effectively create a dynamic and enjoyable learning environment, potentially improving academic writing performance in IELTS courses.
An Appraisal Analysis of Attitude in Joko Widodo's ASEAN Summit Speeches Sekarsari, Armita Ayu; Prastiwi, Yeny; Sutopo, Anam
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24738

Abstract

This study employs Martin and White's (2005) Appraisal Framework to analyze the attitude subsystem within President Joko Widodo's speeches at the 2023 ASEAN Summit in Jakarta. The research focuses on uncovering the speaker's expressed attitudes by closely examining his language choices. Data was drawn from English translation scripts of speeches delivered on September 5-7, 2023, and selected using purposive sampling. Analysis of the 43rd ASEAN Summit reveals a significant emphasis on Affect, particularly Inclination, and expressions of Happiness and Satisfaction. Judgments of Veracity, Normality, and Capacity, though less frequent, were also present. The Appreciation category showcased a greater frequency of Reaction and Valuation, indicating the speaker's responsiveness to current challenges and articulation of long-term goals. Interestingly, the 26th ASEAN-Japan Summit speech exhibited a shift in emphasis. While the effect was still prominent, Judgment (precisely Capacity) and Appreciation became more pronounced. This suggests a heightened focus on highlighting expertise and shared values within the ASEAN-Japan context. Overall, this study offers insights into President Widodo's strategic use of language to convey attitudes, build consensus, and address regional issues. These findings have potential educational applications, demonstrating how language can reflect a speaker's beliefs and intentions.
Investigating the Relevance of ESP Materials in Indonesian Vocational Schools: The Voice of Pharmacy Students Terra Dewanto, Ardan Cahya; Setyaningsih, Endang; Putra, Kristian Adi
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24800

Abstract

Previous English for Specific Purposes (ESP) studies have focused on examining relevant ELT learning materials within universities, with less attention given to vocational senior high schools. This study examined the relevance of ESP materials in an Indonesian vocational high school of pharmacy, as perceived by students. This narrative research in Central Java involved 30 twelfth-grade participants who shared their perspectives on genres, learning activities, and assessment through narrative frames and follow-up interviews. Thematic analysis revealed that many students found the ESP learning materials irrelevant to their specific needs within the pharmacy field. Discussions highlighted the students' desire for enhanced communicative competence to serve patients better, explain medicine usage, and comprehend medical prescriptions. The study suggests implementing communicative language teaching techniques to improve students' communicative competence and use of specialized vocabulary. Despite challenges with pronunciation and grammar, students demonstrated overall comprehension of the materials. In sum, this study offers valuable insights for curriculum designers and teachers in vocational senior high schools seeking to create more effective ESP learning materials.
Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study Rahmani, Eka Fajar
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24811

Abstract

This study investigates the perceptions of undergraduate English Language Education students on the utilization of smartphones for self-regulated learning and the acquisition of the English language. The study investigates the ways in which smartphones facilitate the learning of English language through self-directed techniques, using Zimmerman's model of self-regulation and the MALL framework as theoretical basis. An exploratory investigation including 110 students was conducted to analyze their experiences, perspectives, and practices in utilizing language learning applications. The findings indicate a range of levels of knowledge and usage, with students generally acknowledging that smartphones are valuable tools for improving language acquisition through self-regulation. Analysis based on Zimmerman's model yields high average scores (3.42-3.51) for forethought, performance, and reflection & evaluation, indicating students engage in self-regulated learning practices. According to the MALL framework analysis, task design and design characteristics, all received high ratings (ranging from 3.42 to 3.68). This indicates that the app features effectively promote self-regulated learning activities. This study emphasizes the crucial role that smartphones play in promoting self-regulated learning practices and enhancing the acquisition of the English language among university students

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